Harder, but more fun than expected—reciprocal effects of unmet expectancies of success and unmet study values

Abstract Expectancies of success and study values in the situated expectancy-value theory of motivation can explain why individuals enroll in certain study programs. When these motivational expectancies and assumptions are not fully met in the specific study program, they can become salient as the perception of differences in former motivational expectancies of success or former assumptions on study values compared to their recent motivational experiences. These changes in motivational expectancies are defined as “unmet motivational expectancies,” which can be (more or less) unfulfilled, met, or (more or less) exceeded. We investigated the intra-individual change of ummet motivational expectancies of success and unmet study values during the first year of a study program (H1) and examined whether there is a reciprocal effect in these changes (H2, Q1). Furthermore, we assumed that these changes are associated with university lecturer support and counseling services related to the study program (H3). Data were collected from 203 prospective teachers at six Universities of Education in Germany at two measurement points in the first academic year. We used latent change score analysis to test our hypotheses. We could confirm that (1) perceptions of unfulfilled expectancies of success increase, (2) that unmet expectancies of success were positively associated with changes of unmet study values, and (3) that a high investment in support from the lecturer is positively associated with changes of unmet study values, but not unmet expectancies of success.